Zettel, an en face bilingual edition, collects fragments from Wittgenstein's work between 1929 and 1948 on issues of the mind, mathematics, and language.

A common feature of contemporary policymaking is the sharing and adaptation of policies from other countries. As neo-liberal globalisation continues to impact on the development of policy, such practices are increasingly commonplace. This article considers the current phenomenon of ‘policy borrowing’ with reference to the use of data from the Programme for International Student Assessment (PISA) and the 2010 Schools White Paper The Importance of Teaching. The article also traces the origins of policy borrowing and shows what philosophy of education (...) can bring to its discourse. (shrink)

This article gives a critique of the methodology of OECD’s Programme for International Student Assessment (PISA). It is argued that PISA is invalidated by the fact that the methodology chosen does not constitute an adequate operationalisation of the question of inquiry. Therefore, contrary to the claims of PISA, PISA is not an assessment of the ‘knowledge and skills for life’ of students, but only of ‘knowledge and skills in assessment situations’. Even this latter form of assessment is not fully reliable, (...) however, because of problems at the level of concrete test items and because of an inherent confusion of relative and absolute evaluation. (shrink)

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative (...) that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education. (shrink)

Review of Wittgenstein on Meaning by Colin McGinn.

Ludwig Wittgenstein (1889-1951) was an extraordinarily original thinker, whose influence on twentieth-century thinking far outside the bounds of philosophy alone. In this engaging Introduction, A.C. Grayling makes Wittgenstein's thought accessible to the general reader by explaining the nature and impact of Wittgenstein's views. He describes both his early and later philosophy, the differences and connections between them, and gives a fresh assessment of Wittgenstein's continuing influence on contemporary thought.

Incorporating significant editorial changes from earlier editions, the fourth edition of Ludwig Wittgenstein's _Philosophical Investigations_ is the definitive _en face_ German-English version of the most important work of 20th-century philosophy The extensively revised English translation incorporates many hundreds of changes to Anscombe’s original translation Footnoted remarks in the earlier editions have now been relocated in the text What was previously referred to as ‘Part 2’ is now republished as _Philosophy of Psychology – A Fragment_, and all the remarks in it (...) are numbered for ease of reference New detailed editorial endnotes explain decisions of translators and identify references and allusions in Wittgenstein's original text Now features new essays on the history of the _Philosophical Investigations_, and the problems of translating Wittgenstein’s text. (shrink)

Since the first publication of Insight and Illusion in l972, a wealth of Wittgenstein's writings have become accessible. Accordingly, in this edition Professor Hacker has rewritten six of his eleven original chapters and revised the others to incorporate the new abundant material. Insight and Illusion now fully clarifies the historical backgrounds of Wittgenstein's highly different masterpieces, the Tractatus and the Investigations, and traces the evolution of Wittgenstein's thought. Hacker explains all of Wittgenstein's writings in detail, focusing on his critique of (...) metaphysics, his famous "private language argument," and his account of self-consciousness. (shrink)

Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.

Wittgenstein is the most influential twentieth century philosopher in the English-speaking world. In the _Philosophical Investigations_, his most important work, he introduces the famous 'private language argument' which changed the whole philosophical view of language. _Wittgenstein and the Philosophical Investigations_ introduces and assesses: * Wittgenstein's life, and its connection with his thought * the text of the _Philosophical Investigations_ * the importance of Wittgenstein's work to contemporary philosophy.